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    Wyświetlanie 1-9 z 9
    Tytuł:
    Discussion Theater. A Method of Democratic Education
    Autorzy:
    Lind, Georg
    Powiązania:
    https://bibliotekanauki.pl/articles/781285.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Democracy
    education
    moral competence
    democratic competence
    learning opportunities
    KMDD
    theatre
    Schiller
    Kohlberg
    dilemma discussion
    Opis:
    Democracy is bound to fail if its citizens lack opportunities to develop their moral-democratic competence, that is, their ability to solve conflicts through thinking and discussion, instead of through violence, deceit or bowing down to others. The concept of Discussion Theatre has been designed to provide such an learning opportunity. In contrast to traditional theatre, there is no above and below, no division between actors and listeners – all are participants. The Discussion Theatre is the “public” version of the Konstanz Method of Dilemma Discussion (KMDD), which is been successfully used in institutions of education in many countries for over two decades.
    Źródło:
    Ethics in Progress; 2019, 10, 1; 23-40
    2084-9257
    Pojawia się w:
    Ethics in Progress
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Edukacja moralna. Teoria dwuaspektowa
    Autorzy:
    Lind, Georg
    Powiązania:
    https://bibliotekanauki.pl/articles/942695.pdf
    Data publikacji:
    2013
    Wydawca:
    Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego
    Tematy:
    KMDD, edukacja moralno-demokratyczna, edukacja nauczycieli demokracji
    Opis:
    We know today that Socrates was right and that moral orientations need not be taught as they already exist inherently in man, but that moral judgmental and discourse competence are not pre-given and must consequently be fostered. We have described here a psychologically well- founded and intensively tested method with which this can be effectively done. The most urgent task now is to offer teachers good training and further training in this and similar methods so that every student can profit from effective moral education
    Źródło:
    Principia; 2012, 57
    2084-3887
    Pojawia się w:
    Principia
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Gewalt als die niedrigste Ebene der Konfliktlösung
    Autorzy:
    Lind, Georg
    Powiązania:
    https://bibliotekanauki.pl/articles/781086.pdf
    Data publikacji:
    2010
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    ethics
    morality
    philosophy
    violence
    conflict
    Opis:
    Zur Natur der Gewalt gibt es zwei grundsätzlich verschiedene, information pills teilweise völlig entgegengesetzte Vorstellungen, sildenafil die ihrerseits unsere Bemühungen um Verringerung von Gewalt beeinflussen: Auf der einen Seite die Vorstellung, dass Gewalt eine eigenständige menschliche Eigenschaft sei, die ihre eigene Entwicklungsgeschichte hat, und die direkt bekämpft oder eingedämmt werden muss, sei es wiederum durch Mittel der Gewalt oder durch ?trickreiche? Methoden der dosierten Abfuhr oder der Ablenkung auf vermeintlich gefahrlosere Gebiete wie sportlicher oder ökonomischer Wettkampf.
    Źródło:
    Ethics in Progress; 2010, 1, 1; 11-17
    2084-9257
    Pojawia się w:
    Ethics in Progress
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Giving Moral Competence High Priority in Medical Education. New MCT-based Research Findings from the Polish Context
    Autorzy:
    Nowak, Ewa
    Barciszewska, Anna-Maria
    Lind, Georg
    Hemmerling, Kay
    Taradi, Sunčana Kukolja
    Powiązania:
    https://bibliotekanauki.pl/articles/1373819.pdf
    Data publikacji:
    2021-06-30
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    moral competence in healthcare professions
    clinical decision-making
    gender bias and moral competence
    segmentation effect
    pronunciation effect
    Moral Competence Test
    Polish medical education
    competitive tertiary education
    Opis:
    Nowadays, healthcare and medical education is qualified by test scores and competitiveness. This article considers its quality in terms of improving the moral competence of future healthcare providers. Objectives. Examining the relevance of moral competence in medico-clinical decision-making despite the paradigm shift and discussing the up-to-date findings on healthcare students (Polish sample). Design and method. N=115 participants were surveyed with a standard Moral Competence Test to examine how their moral competence development was affected by the learning environment and further important factors. Results. The sample allowed the identification of a regress in moral competence during students’ pre-clinical curriculum, and progress during their clinical curriculum. A gender-related bias, a segmentation effect, and a pronunciation effect were noticed. Explanations. Scholarly literature usually reports a linear decrease of medical students’ C-scores resulting from, e.g., competitive trends in education. We identified such trends in terms of gender-specific competitive tactics. Religious and ethical affiliations were discussed to explain the unexpected gender bias and the related segmentation and pronunciation effects. The findings can be regarded as predictive for similar developments in educational institutions regardless of cultural contexts as the sample examined in this article represents medical education in a country facing a transition from a non-competitive to competitive tertiary education model, and between presecular and monocultural to secular and pluralist social ethics.
    Źródło:
    Ethics in Progress; 2021, 12, 1; 104-133
    2084-9257
    Pojawia się w:
    Ethics in Progress
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Making Human Traits Visible, Objectively and Validly, through Experimentally Designed Questionnaires
    Autorzy:
    Lind, Georg
    Powiązania:
    https://bibliotekanauki.pl/articles/1373887.pdf
    Data publikacji:
    2021-06-30
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Psychological measurement
    standardized tests
    theory
    objectivity
    validity
    Opis:
    Researchers who need valid and objective data for evaluating their theories or the efficacy of educational methods and programs have to choose between two equally undesirable alternatives: either they can use “objective” methods which have a questionable validity, or they can turn to “subjective” assessment methods with better validity. In other words, while subjective approaches to the study of human traits may be, or really are, valid, they lack objectivity, that is, they may be biased toward the researcher’s theory. On the other hand, objective approaches to the study of psychological traits often lack psychological underpinning but are solely designed to fit a certain statistical model. Thus, we cannot know what these instruments really measure. Here I present a new approach to the study of human traits, which claims to be objective as well as psychologically valid, namely the concept Experimental Questionnaire (EQ). An EQ lets us make traits visible without relying on dubious statistical assumptions. Thus, it makes it possible for the researcher to test the psychological theory underlying its designs. The EQ methodology is not only an idea, but it has been applied for constructing the Moral Competence Test (MCT) and for testing the assumptions about the nature of moral competence which were used to design it. So far, all the studies have clearly confirmed their validity. This makes the MCT suitable for testing hypotheses regarding the relevance and teachability of moral competence, and, therefore, also for evaluating the efficacy and efficiency of educational methods of fostering this competence. Experimentally designed questionnaires can also be used in other fields of educational and psychological research in which testable theories about the nature of its objects have been developed.
    Źródło:
    Ethics in Progress; 2021, 12, 1; 15-38
    2084-9257
    Pojawia się w:
    Ethics in Progress
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Mis-Educative Martial Law – The Fate of Free Discourse and the Moral Judgment Competence of Polish University Students from 1977 to 1983
    Autorzy:
    Nowak, Ewa
    Lind, Georg
    Powiązania:
    https://bibliotekanauki.pl/articles/781362.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    moral competence
    democratic comtetence
    Polish students
    MCT
    martial law in Poland 1981
    the lack of democratic liberties
    the regression of moral and democratic competenties in students
    Opis:
    The reprinted paper refers to Georg Lind and his colleagues’ MCT-based FORM study conducted at several European universities in 1977-1983, including Polish ones. After a short phase of democratization, in 1981 Polish society suddenly faced martial law. That experience had an impact on Polish students moral-, discursiveand democratic competences, as measured by MCT. When Ewa Nowak started her Alexander von Humboldt Foundation supported research stay under the supervision of Professor Georg Lind (University of Konstanz, 2008-2010), they were inspired to revisit and discuss the puzzling Polish research findings of 1981/3. According to their main hypothesis, martial law restricted free speech at universities, and free speech is a key facilitator of the development of moral and democratic competence. In 2018, after a decade of collaborative research on moral and democratic competence, Lind, Nowak and colleagues started a new international MCT study in several Central- and East European countries to examine the impact of the contemporary constitutional crisis in Poland (and the institutional crisis within the European Union) on students’ moral and democratic competencies. In 2018/9 the 40th anniversary of the Moral Competence Test (MCT) and Konstanz Method of Dilemma Discussion (KMDD) will be celebrated. We would like to provide you with the most recent research findings soon.
    Źródło:
    Ethics in Progress; 2018, 9, 2; 56-74
    2084-9257
    Pojawia się w:
    Ethics in Progress
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Panic and the Lack of Moral Competence. How We Can Help to Prevent Panic Pandemics
    Autorzy:
    Lind, Georg
    Powiązania:
    https://bibliotekanauki.pl/articles/1373821.pdf
    Data publikacji:
    2021-06-30
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Moral competence
    panic
    pandemics
    panic pandemics
    Opis:
    Often we have to decide on difficult problems and conflicts. For this, a certain level of moral competence is needed, in order to solve them as quickly and adequately as possible. Otherwise these problems and conflicts can overwhelm us, triggering a feeling of fear and panic, and making us react too slowly or inadequately, or both. Fear and panic can make us ignore problems and conflicts, attempt to “solve” them through brute force or deceit, or declare them to be beyond our responsibility and let an authority decide what to do. Often such makeshift solutions seem to work, but, more often, they have damaging effects. Therefore, society tries to curb criminal and anti-democratic activities through coercion, that is, through laws, law-enforcing institutions, and correction facilities – at high costs, and often with little efficacy. In this article I show that such coercion would not be needed if we gave all citizens an opportunity to develop their ability to solve conflicts and problems through thinking and discus-sion. Moral competence would immunize us against fear and panic, and thus also against immoral practices. Moral competence is not inborn in us, and it does not develop unless it is fostered through proper learning opportunities. Therefore, if we want to live together peace¬fully in a democratic society, we need to provide proper learning opportunities for everyone, not only of a few people. If the masses are infected by panic, a few rational people cannot stop this pandemic.
    Źródło:
    Ethics in Progress; 2021, 12, 1; 84-94
    2084-9257
    Pojawia się w:
    Ethics in Progress
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Dilemma of Psychology: Objective without an Object?
    Autorzy:
    Lind, Georg
    Powiązania:
    https://bibliotekanauki.pl/articles/896655.pdf
    Data publikacji:
    2019-07-18
    Wydawca:
    Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
    Tematy:
    psychological measurement
    standardized tests
    theory
    objectivity
    validity
    Opis:
    Anyone who seeks the service of psychology (which translates to “science of the mind”) faces a persisting dilemma. One has to choose between two psychologies: “Subjective”, also called “qualitative”, psychologists believe that the focus on studying the internal structure of the human mind will provide important insights needed in therapy and education. Yet the human mind, they argue, can be studied only with subjective methods like clinical interview, not with standardized tests. In contrast, “objective” or “quantitative”, psychologists argue that if psychology wants to be recognized as a science, it must enlist only objective methods of measurement. Yet this excludes, they argue, the study of internal psychological factors of the human mind. While the subjective approach is based on psychological assumptions regarding the nature of the target measurement object, the objective approach is based on purely statis-tical theories. Must we really have to abandon psychological objects like intellectual and moral capaci-ties if we want our measurement to be objective? In this paper I show that both approaches are based on questionable theories about the relationship between visible behavior on the one side and psychological objects on the other. I also show that we can measure psychological traits objectively and validly if we use an experimental approach. Experimental Question-naires can be used in all fields of psychology in which testable theories about the nature of its object have been developed. We have successfully used this new approach, for example, for the construction and validation of the Moral Competence Test (MCT).
    Źródło:
    Psychologia Wychowawcza; 2019, 57(15); 99-110
    0033-2860
    Pojawia się w:
    Psychologia Wychowawcza
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Validation of the Lithuanian Version of Moral Competence Test and Application of KMDD in Language Teaching / Learning Process at Vilnius University, Lithuania
    Autorzy:
    Kriaučiūniene, Roma
    Lind, Georg
    Powiązania:
    https://bibliotekanauki.pl/articles/1373890.pdf
    Data publikacji:
    2021-06-30
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Moral competence
    moral competence development
    Moral Competence Test in Lithuanian version
    MCT
    validation study
    KMDD
    Konstanz Method of Dilemma Discussion
    English language teaching/learning process
    Opis:
    The findings obtained by G. Lind using his original research instrument – the Moral Competence Test – suggest that universities lack the capacity to foster students’ moral competence development. The MCT has been translated into 39 languages, all of which have gone through the necessary validation procedure. The article reports on the MCT validation study for the 40th language, namely Lithuanian. The research sample consisted of 526 students of English/German/French languages, future foreign language teachers, in the 1 st to 4th years of study at two universities in Lithuania: the former Vilnius Pedagogical University and the Vilnius University. The majority of the respondents demonstrated low or medium level of moral competence. On the basis of this cross-sectional study (2019–2020), the MCT for Lithuanian has been successfully validated and certified. In the following article, we present and discuss all the validation criteria and revisit the theoretical background of MCT. We also argue for educating students in moral competence and evaluating the effects of moral competence promotion in academic contexts.
    Źródło:
    Ethics in Progress; 2021, 12, 1; 6-14
    2084-9257
    Pojawia się w:
    Ethics in Progress
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-9 z 9

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